Very Large Models Programmed without Purpose

This chapter examines the educational value of Very Large Models (VLMs) as a distinct form of experiential pedagogy. Unlike prototypes, which demonstrate functionality and are often aimed at real-world applications, VLMs serve as experiential tools focused on material exploration and conceptual understanding without practical intent. Drawing from the legacy of basic design as articulated by William Huff and rooted in HfG Ulm pedagogy, the VLM is framed as ‘design without purpose,’ emphasising syntax and perception over purpose and utility. Huff's foundational design principles stress the study of both physical and perceptual structures, guiding students to understand how things are and how they seem. This systematic, rule-based experimentation contrasts with vague notions of creativity, enabling rigorous and recursive exploration of form, material and spatial logic. The VLM, whether guided by mixed reality holograms or by procedure, becomes a site for disciplined play where judgment, authorship and design syntax are developed. In this context, the VLM aligns with early computational design thinking and highlights a shift from product-based learning to process-oriented inquiry. By prioritising design syntax over semantics or pragmatics, the VLM approach fosters awareness of perception and structure as central to design education, offering a valuable model for contemporary and future curricula.